Learn How Universal Design for Learning Can Change Your life! Designing and implementing curricula to meet the needs of ALL learners

Learn How Universal Design for Learning Can Change Your life!Designing and implementing curricula to meet the needs of ALL learners

Christine A. Christle, Ed.DUniversity of South Carolinachristle@mailbox.sc.edu

Todays AgendaIntroductionsKWLWhat is UDL?3 principlesPractice: UDL ChecklistApplication: Design a UDL lessonShare/DiscussSummaryNext steps

KWL: What do you know about UDL ?FlexibleAddresses different learning needs Designed to prevent biasMultiple means of assessmentBased upon three principlesIncludes everyone

KWL: What do you want to learn about UDL?Three principlesHow it includes everyoneTechnologyWhat is it?!How can we apply it?UDL at a Glance

What is UDL?UDL is an approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences and support learning for all students. Critical to successfully implementing UDL is using digital materials Digital materials have an inherent flexibility

PrinciplesProvide multiple, flexible methods of

Recognition: How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's styleStrategic: Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem Affective: How learners get engaged and stay motivated. How they are challenged, excited, or interestedLearningPresentation/RepresentationRecognitionProvide Multiple Examples and non-examplesHighlight Critical FeaturesProvide Multiple Media and FormatsAudio/videoText-to-speechSupport Background Knowledge

Whathttp://www.cast.org/teachingeverystudent/tools/steps/step97_2_1.cfm?showsrc=1Recognition: represent information in multiple formats and mediaSuggestions below are tied to four key methods for teaching pattern recognition.1. Multiple ExamplesMultiple versions of story, math process, contentMultimedia collections ImagesSoundsTextVideo/animationConcept maps Links to online examples from Web pageMultimedia concept map with online/local linksAnimation of text meaning (software, Web)2. Multiple Media and FormatsMultimedia glossary, online, CD-ROM or teacher-madeAlternative representations across media: E-text with text-to-speech Text and audio descriptions for still imagesSpoken descriptions for video imagesTactile graphicsVoice recognition-convert to text Image collections in concept mapsText outline, highlighting key conceptsDigital photographs from field trips or homeRecorded, digitized sounds and storiesAdjustable font size, color, background colorAdjustable digital images (e.g., maps)3. Highlight Critical FeaturesVisual concept maps (Inspiration)Multimedia templates (Hyperstudio, PowerPoint)Color highlighting in word processingGraphic highlighting (circles, arrows, boxes)Links to animations showing key elementsSoftware offering different presentationsE-text outline, main points (with text-to-speech translation)4. Support Background KnowledgeWeb pages with links to related informationLinks to author informationKey vocabulary (image map, hyperlinks to words)Translation to other languages (online tools)Expansion of information-build multimedia collectionsOnline links to expertsMultimedia glossary, encyclopedia

10Recognition: Provide multiple examples K-2 Goal: Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.Examples of living thingsExamples of non-living things

http://www.cast.org CAST 200311This instructional goal focuses on understanding the distinction between living and non-living things. In order to support all learners, it is important to provide multiple examples and non-examples of the concepts being taught.Recognition: Highlight Critical Features Highlight critical features to identify a bird

Birds have feathers.Birds have wings.Birds have beaks.Is this a bird?http://www.cast.org CAST 200312In teaching new concepts, learners benefit from pointing out the critical features of the new idea, pattern, or concept. Note in the example, the teacher wants students to be able to identify characteristics of birds, therefore, the teacher explicitly draws the students attention to distinguishing features of birds, i.e. wings, beaks, feathers. Recognition: Multiple Media & Formats

Provide a range of formats and media to ensure access for allhttp://www.cast.org CAST 200313Presenting new information in many formats and media increases options for all learners and consequently increases chances of success for all learners. ExpressionStrategicFlexible models of skilled performanceProvide opportunities to practice with supportOngoing relevant feedbackOffer Flexible Opportunities for demonstrating Skill

Howhttp://www.cast.org/teachingeverystudent/tools/steps/step97_2_2.cfm?showsrc=1Strategy: provide multiple pathways for students' action and expressionSuggestions below are tied to four key methods for teaching skills and strategies1. Models of Skilled PerformanceProduct models-finished versions of target skillProcess models-showing process stepsCollections of completed products (Web links/local)Past student workWork of expertsTeacher generated examplesStudents in other settings Multimedia collections-stories, facts, informationOnline links to work of experts2. Practice with SupportsTalking word processor (e.g., Write Out Loud)Templates to structure work as appropriateScaffolds, use depending on goal: Spell check, grammar checkBuilt-in calculatorClip media (all sorts), student projectsText-to-speech for content reading Graphic organizers (e.g., Inspiration)Hyperstudio story or presentation templateChapter-end answers partially structured3. Ongoing Relevant FeedbackDigital voice record, play backText-to-speech while writingLinks to online mentorsLinks to peers/editors (e.g., www.stonesoup.com)Digital portfolio-review and comparePrompts to self-reflect, record reflectionsOnline publishing, local network or InternetDigital graphing of progress4. Demonstration of SkillsMultimedia presentation tools (Hyperstudio, PowerPoint)Web-capable graphic organizers (Inspiration)Publishing software (Hyperstudio, Pagemaker)Web site design tools (Home Page, Dreamweaver)Multimedia recording, image digitizing, digital camerasMedia banks-images, sounds, animations, videoDigital recordingDraw tools

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Multiple Means of Action and ExpressionWritten response Verbal responseVisual art projectDramatic responseiMovie (Macintosh)Multimedia: Power Point, HyperstudioOthers?

NEA IDEA Special Education Resource Cadre15What does it look like?

Options that offer tools for planning and strategy development

Embedded promptsChecklists and project planning templates Schedules of stepsEmbedded coaches or mentorsGuides for breaking long-term goals into reachable short-term objectives

NEA IDEA Special Education Resource Cadre 16EngagementAffectiveChoices of content and toolsStudents interests Provide Adjustable Levels of ChallengeGoal settingOffer a choice of rewardsSelf managementOffer choice of learning contextGroups MediaWhyMAKE IT REAL!http://www.cast.org/teachingeverystudent/tools/steps/step97_2_3.cfm?showsrc=1Affect: provide multiple ways to engage students' interest and motivationSuggestions below are tied to four key methods for building motivation and engagement.1. Choice of Content and ToolsSelections of content for learning skills and strategiesWeb sites with supplementary, related activitiesMultimedia presentation and composition toolsDigital cameras, recording devicesWeb page with content options and choicesSelection of stories/non fiction for learning to readTie activities to student's deep subject interests2. Adjustable Support and Challenge Software/Web sites offering management systemsOptional scaffolds (- teacher/student discretion)Templates supporting processTemplates supporting contentChoice of level, same activity or goalOptional help (student or teacher discretion)3. Choice of Rewards Individualized feedback to support student needsExplicit feedback specific to student progressMinimal extrinsic "rewards" not tied to workBuild student self-monitoringFeedback related to explicit student goalsOpportunities for demonstrationsBuilt-in structured peer feedback4. Choice of Learning Context "Web quest" designs, with varied structureSoftware/Web sites, options for feedback and supportFlexible work groups-pairs, small groups, individualTemplates with optional structure and support EarphonesEmbedded hyperlinks, used at student optionStudent choice of sources

17 CAST, Inc.Affective Networks UDL Principle III:Multiple Means of EngagementExamples:Provide students with choices in such things as: the type of rewards or recognition available the tools used for information gathering or production

Photo by Joel Bombardier

Photo by Steve Jurvetson

2003-200818As educators, we support the affective networks by ensuring our curriculum is represented in multiple ways that will engage a wide variety of learners, the third UDL principle. Examples of how we do this include providing students with choices in such things as: the type of rewards or recognition available, and the tools used for information gathering or productionusing computers, cameras and camcorders, paper and pencil, etc. CAST, Inc.Affective Networks UDL Principle III:Multiple Means of EngagementExamples:Design activities so that outcomes are authentic, communicate to real audiences, and are purposeful

Photo by Steve Jurvetson

Photo by Glenda Owens

2003-200819Another example is designing activities so that students communicate to real audiences and the activities have purposeful, authentic outcomes. CAST, Inc.Affective Networks UDL Principle III:Multiple Means of EngagementExamples:Provide opportunities for students to work in cooperative learning groups with scaffolded roles and responsibilities

Photo by Menlo School, Atherton, CA

2003-200820A final example is providing opportunities for students to work in cooperative learning groups with scaffolded roles and responsibilities

Group ExerciseGet into the following groups within 5 minutes: Teachers of students with:Severe/Multiple Disabilities P & ElemSevere/Multiple Disabilities MiddleSevere/Multiple Disabilities HighModerate Disabilities - P & ElemModerate Disabilities - MiddleModerate Disabilities HighMild Disabilities P & ElemMild Disabilities MiddleMild Disabilities - High

Evaluate Lesson Plans - PreUDL Guidelines Educator Checklist Version 2I. Provide Multiple Means of Representation:Your notesProvide options for perceptionFeatures: Visual, auditory, singingBarriers: Give examples and non examples1.1Offer ways of customizing the display of information1.2Offer alternatives for auditory informationF: Listening to music CD , Teacher reads aloud B:1.3Offer alternatives for visual informationF: picture book, objects in roomB: video, Evaluate Lesson Plans 1stII. Provide Multiple Means for Action and Expression:Your notesProvide options for physical actionF: write & drawB: other options-verbal

4.1Vary the methods for response and navigationB: word processor, dictate the sentence, speech-to-text software 4.2Optimize access to tools and assistive technologiesB: supports: computer, iPAD, writing-typing, spell check Evaluate Lesson Plans - MidIII. Provide Multiple Means for Engagement:Your notesProvide options for recruiting interestB: Ask favorite type of weather, month, day and why7.1Optimize individual choice and autonomyB: offer choice of finding weather: look outside, watch TV report, look at symbols from weather.com7.2Optimize relevance, value, and authenticityF: Told them reasonsB: find days, months important to them7.3Minimize threats and distractionsB: Give every student a white board or calendarDevelop a lesson planWork individually, pairs, or small groupsDecide on a lesson and objectiveList barriers that your lesson and objective may present for some studentsDesign the lesson using the principles of UDLShare your lesson ideasKWL: What did you learn about UDL?To get rid of barriersThink outside the boxOffer adjustable levels of challengeSupports all different types of learningOffering options and choicesCheck background knowledgeHelping general education identify barriersEngaging, meaningful instructionSummaryWhat is UDL?What are the 3 principles of UDL?_____ Give an example_____ Give an example_____ Give an exampleResourcesCenter for Applied Special Technology (CAST) is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.http://www.cast.org/udl/index.htmlThere are several ways to obtain digital content for TTS programs. First, check with the publisher to see if they have already created an accessible digital version. If they do not have digital versions, the next step is to check with the different organizations that serve the blind community: American Printing House for the Blind http://www.aph.org, American Foundation for the Blind http://www.afb.org, and Recordings for the Blind and Dyslexic http://www.rfbd.org. If they do not have the text you need, they will need quite a bit of time to create it for you. They usually need around 4 to 6 months, so you will need to put in your requests early. An easy way to search all 3 of these repositories is to use the CAST eText Spider http://www.cast.org/udl/index.cfm?i=1300.

28ResourcesNational Center on Universal Design for LearningFounded in 2009, the National UDL Center supports the effective implementation of UDL by connecting stakeholders in the field and providing resources and informationhttp://www.udlcenter.org/

There are several ways to obtain digital content for TTS programs. First, check with the publisher to see if they have already created an accessible digital version. If they do not have digital versions, the next step is to check with the different organizations that serve the blind community: American Printing House for the Blind http://www.aph.org, American Foundation for the Blind http://www.afb.org, and Recordings for the Blind and Dyslexic http://www.rfbd.org. If they do not have the text you need, they will need quite a bit of time to create it for you. They usually need around 4 to 6 months, so you will need to put in your requests early. An easy way to search all 3 of these repositories is to use the CAST eText Spider http://www.cast.org/udl/index.cfm?i=1300.

29Challenges & Next StepsLetting go of reliance on print media Acquiring and mastering new technologyGetting support from the school systemWhat will you do this week in your own teaching to incorporate what you learned today ?What could you do in the near future to share with a colleague and/or general education teacher what you learned today?What will you do this school year to overcome a challenge?

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